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21H.912 Spring 2003 Semi-Optional Film Series/Project Origins/Purpose: The origins of this assignment came through teaching and off-handedly recommending films for students. I was not aware of good films for certain weeks, so I solicited suggestions from my colleagues. Students must watch at three films (one of which must come from Weeks 2-7) for their film project assignment. You may watch additional films for your personal edification and enjoyment, or you may receive extra credit by writing a one-page reaction for any film(s), preferably addressing issues covered in lecture or readings that week—you may also do this for the three films that you cover for the project. The historian E.H. Carr defines history as “a continuous process of interaction between the historian and his facts, an unending dialogue between the present and the past.”1 He goes on to explain that “[t]he past is intelligible to us only in the light of the present; and we can fully understand the present only in the light of the past. To enable man to understand the society of the past and to increase his mastery over the society of the present is the dual function of history.”2 Nevertheless, there is always the danger of misusing history and drawing analogies where none exist. For example, last fall noted historian John Dower (MIT) wrote an impassioned response in the NY Times to the misuse of the Pearl Harbor analogy for September 11th.3 Thus, while present conditions can enlighten us as to what happened in the past, they can also cloud our memory and interpretation. Through this assignment, students are to compare the treatment of three subjects in films with our discussion of the issues in lecture/readings; and they are to research the making of the film in order to understand whether the film is more illuminating of the past than the present. Most of this research can be carried out online; however, students should again be warned against the risks of plagiarism. Writing the Paper: Viewing the films: Students need to take this assignment seriously—not just half watch the films as they work on other assignments. Students should think carefully about the material covered for each week as well as the questions that accompany each film. Put differently, you should take notes on these films. At least one film must come from the first half of the course—Weeks 2-7. More information on the historical period: If you feel that you need more information, then you may feel free to approach Prof. Russell and ask to borrow one of her books on the subject or a world history textbook. Prof. Russell will provide these on half-day loan so that you can photocopy the information that you need and return the books in a timely fashion. 1 E.H. Carr, What is History (NY: Vintage Books, 1961), 35. 2 Ibid., 69. 3 See Op-Ed section of NY Times, October 27, 2002. Information on the making of the film: The easiest way to get more information is by doing a Google search on the film. You are likely to find numerous reviews, interviews, and other helpful information—YOU MUST CITE ALL INFORMATION THAT YOU TAKE FROM THE WEB, EVEN IF IT IS PARAPHRASED! Any questions regarding plagiarism should be answered by the following link: http://web.mit.edu/writing/NEW/Citation/plagiarism.html. Also, remember that you are probably more intelligent than many of the people writing these reviews—take them with a grain of salt. Structuring the paper—Issues to address: 1. In your introductory paragraph you should introduce the reader to your films, the reason that you chose them, and make a general statement about how they rate for understanding the era that they attempt to portray and the era in which they were made. 2. You can then deal with films individually—by rank, or utilize themes and go back and forth between the films. 3. You should have a concluding paragraph that deals with what you gained (or failed to gain) from watching the film and address the utility (or lack thereof) of the assignment. Films—By Week PLEASE NOTE, FILMS IDENTIFIED BY AN ASTERISK * ARE NOT ELIGIBLE FOR THE 6-8 PAGE PAPER, BUT MAY BE VIEWED FOR ENJOYMENT OR EXTRA-CREDIT REACTION PAPERS You may also choose one film that is not on the list, provided that you get professorial approval beforehand. Week One *Sulayman the Magnificent: This is a film that I frequently show in my Middle East classes because it gives an excellent overview of the Ottoman Empire. This film is about 1 hour long. 1. By examining the careers of Ibrahim Pasha and Sinan Pasha, what generalizations can we make regarding careers in the Ottoman bureaucracy? 2. What was happening in Europe during the reign of Sulayman, and what role did he play in European politics? 3. Describe the form and function of the imperial household, including the harem. 4. Examine the development of the Ottoman navy. 5. Discuss the uses of architecture in the Ottoman Empire. Week Two The Decameron: This 1971 film is an adaptation of a handful of the stories from Boccacio’s book by the same name. The book’s premise is that a group of wealthy young folk leave the city (Florence) to escape the horrors of the plague (1347-49). They tell one another stories to pass the time—the film does not make this clear. This film is just under 2 hours long. 1. How is Christianity depicted? 2. What role does the Church play in daily life. 3. What elements of syncretism exist? 4. What sense of social orders or class are depicted? From where/what do the characters derive their sense of identity? Week Three Double Suicide: This 1969 film is an adaptation of an 18th century puppet play—puppeteers remain as crucial elements of the film. The film is 103 minutes long. 1. Theme of humanity versus social obligation. 2. Does the film demonstrate the power or powerlessness of women? Of men? Week Four The Return of Martin Guerre: This 1982 film starring Gerard Depardieu (when he was young and thin) depicts an actual story told in court records from 16th century France. Princeton University professor Natalie Zemon Davis even consulted on the film. This film is far superior to the copy-cat version Sommersby starring Richard Gere and Jody Foster. It is 123 minutes long. 1. Where does syncretism exist? Why? 2. What role does national allegiance play? 3. What is the purpose of the charivari—scene in which young Martin is beaten up and people are dressed strangely? 4. How is early modern life in France depicted? 5. What types of difficulties does Bertrande have before Martin returns—what problems does a woman who is without a man encounter? Week Five A Man for All Seasons: This 1966 film is based on the events surrounding King Henry VIII and his creation of the Anglican Church against the wishes of Sir Thomas More. This film is about 2 hours long. 1. How powerful (or powerless) is the English monarch? 2. How did Henry manage to marry his brother’s widow (Catherine of Aragon)? 3. Why doesn’t Henry just keep Ann as a lover, why does he want to marry her? 4. How easy (or difficult) is it to renounce the Pope? 5. Why does Henry seem so insistent on More’s approval and why is More so inflexible on the issue? 6. How does the rise of Protestantism in England differ from continental Europe? Week Six Last Supper: Not to be confused with 1990s film starring Cameron Diaz, this 1977 film tells the story of a plantation owner who casts himself as Jesus in the last supper among his slave apostles. 1. What does this film tell you about the creation of racism? 2. What does this film tell you about New World slavery? *Clotel: I decided to include this book because it is one that I really enjoy. Written by William Wells Brown in 1853, it is one of the first (if not the first) African-American novel. Fictionally it tells the factually plausible story of President Jefferson’s mulatto daughter. 1. How does Clotel view her own identity? 2. What defines white and black? 3. Why did the author write this story? Week Seven Danton: For those of you that saw the Return of Martin Guerre, you will notice that Gerard Depardieu (in the title role of Danton) has gained a significant amount of weight. Although a number of left-wing French historians have bashed the film, it does portray the crisis between moderates and extremists during the Reign of Terror. This 1982 film is about 2 _ hours long. 1. What factions do Robespierre and Danton exemplify? 2. What function does the Committee of Public Safety provide? 3. How would you characterize the trial of Danton? 4. What does Danton mean when he says “Revolutionary principles have made you forget the revolution.”? Week Eight Oliver Twist: This 1948 version of the Charles Dickens classic is considered by many the best film adaptation. Star Wars fans will probably not recognize Alec Guiness as Fagan—there was quite a bit of make-up and prosthetics used to create this character. 1. What are the positive and negative characteristics of Victorian London portrayed in the film? 2. Why does the film have an uplifting ending? Week Nine *Ancestors in the Americas: Coolies, Sailors, and Settlers: This docu-memoir forces the viewer to see what life was like for early Asian immigrants to the Americas.
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